What constitutes good learning in Technology education? We know that in general, good learning occurs when you have appropriate content (what to learn), pedagogical knowledge (how to organize learning in general) and pedagogical content knowledge (how to organize optimal learning for specific content), however, for much of technology, design and engineering education we don’t have answers to what the correct combinations of the three aspects of the learning above should be.
This is of particular importance in TDE given that there are particular features of the learning environment that are specific to the areas. These include learning by doing, interacting with resistant materials, representing knowledge through words and 2 and 3 dimensional images, and engaging in problem-solving where both student and teacher do not know what the precise outcome will be at the outset of problem solving. These are the kinds of issues being explored during TERC 2012.
The conference organising committee invites papers that address aspects of teaching and learning in technology education concerned with the theme of the conference. While papers addressing the conference theme are particularly welcome, authors are invited to submit research papers addressing any topic relevant to TDE education.
Delegates will come from a wide range of technology education stakeholders - teacher educators, teachers, researchers, post-graduate students, policy makers, curriculum developers, consultants, and members of the broader educational community.
All papers accepted for the conference will be peer reviewed and published in hard copy prior to the conference.
For further information about the conference contact:
Howard Middleton
Email: h.middleton@griffith.edu.au
Please send abstracts of less than 200 words to Howard Middleton by April 6, 2012 or, to be placed on the e-mail list for further information about the conference.
Email or Fax to:
Howard Middleton
Griffith Institute for Educational Research
GRIFFITH UNIVERSITY QLD 4111 AUSTRALIA
Fax: +61 7 3735 6868
This is of particular importance in TDE given that there are particular features of the learning environment that are specific to the areas. These include learning by doing, interacting with resistant materials, representing knowledge through words and 2 and 3 dimensional images, and engaging in problem-solving where both student and teacher do not know what the precise outcome will be at the outset of problem solving. These are the kinds of issues being explored during TERC 2012.
The conference organising committee invites papers that address aspects of teaching and learning in technology education concerned with the theme of the conference. While papers addressing the conference theme are particularly welcome, authors are invited to submit research papers addressing any topic relevant to TDE education.
Delegates will come from a wide range of technology education stakeholders - teacher educators, teachers, researchers, post-graduate students, policy makers, curriculum developers, consultants, and members of the broader educational community.
All papers accepted for the conference will be peer reviewed and published in hard copy prior to the conference.
For further information about the conference contact:
Howard Middleton
Email: h.middleton@griffith.edu.au
Please send abstracts of less than 200 words to Howard Middleton by April 6, 2012 or, to be placed on the e-mail list for further information about the conference.
Email or Fax to:
Howard Middleton
Griffith Institute for Educational Research
GRIFFITH UNIVERSITY QLD 4111 AUSTRALIA
Fax: +61 7 3735 6868